How to Train and Retain Great Principals in Struggling Urban Schools on PBS NewsHour looks at a Chicago campaign to recruit, train and support leaders who can turn around low-performing schools.
The first “parent trigger” schools have opened in California. Desert Trails, a low-performing elementary school in Adelanto, is now a charter “preparatory academy.” The school year started in early August.
In Los Angeles, 24th Street Elementary opened last week: The district will run the K-4 grades while a charter operator will run grades 5 to 8; a preschool provider will offer early childhood education.
Parent Revolution, which is backing trigger campaigns, claims two other victories: Parents got what they wanted without taking over the school
At Haddon Avenue Elementary in Pacoima, the parent union paused — and then stopped — their Parent Trigger campaign. This was because their pressure caused the district, teachers and administrators to put together a thoughtful plan to transform the school. And in the Watts neighborhood of LA, the parents decided on replacing the principal and making in-district changes to turn-around the chronically failing Weigand Avenue Elementary.
We The Parents, a documentary about Compton parents’ “trigger” campaign to seize their children’s chronically low-performing school, has opened in Los Angeles. The LA Times calls it “inspirational but not too informative.” The Compton parents failed on a technicality, but drew a charter school to a nearby church to provide an alternative.
A master teacher, an assistant and blended learning produced “great results” at a new charter school with very disadvantaged children, concludes Public Impact‘s Opportunity Culture project. Touchstone Education opened Merit Preparatory Charter School in Newark in 2012 with a class of sixth graders. Most were several years below grade level; 90 percent came from low-income families.
By March 2013, seven months into the school year, students demonstrated two years of growth in reading and 1.25 years of growth in science. In math, where Touchstone leaders were unable to hire a master teacher, students made three-fourths of a year of growth by March.
The model allows master teachers, who lead teams of novice and developing teachers, to earn up to $100,000 a year, within per-pupil funding. Tiffany McAfee, the master teacher in literacy, worked with first-year Teach For America teacher Jonathan Wigfall in the school’s first year.
Laptop-equipped students were grouped by skill level. McAfee lead whole-group instruction and helped students work through their playlists of individualized lessons, while Wigall rotated among students to help them with questions and keep them on track.
For example, one day students worked in groups to study slides on figurative language,then watched a music video while listening on headphones,taking notes on examples of figurative language in the lyrics. Meanwhile, both teachers moved through the room, overseeing their work. Students then came together for a whole class discussion with McAfee, who asked higher-level questions about the purpose of figurative language and the author’s intent.
Helping less-experienced teachers improve their skills is part of the master teacher’s job. McAfee and Wigfall reviewed the week’s data every Friday and planned the following week’s lessons. The master teacher also worked with the school’s reading specialist and the special education teacher to plan the daily, three-hour reading block. (Students are pulled out for an hour of P.E.)
Next year, Merit Prep will hire a master teach in math in hopes of achieving gap-closing progress.
Charlotte, North Carolina is redesigning teachers’ jobs to improve low-performing schools, write Public Impact’s Emily Ayscue Hassel and Bryan C. Hassel in Education Next. Again, the idea is to give more students access to excellent teachers, while using novices in support roles.
Charlotte, N.C.’s Project L.I.F.T.: New Teaching Roles Create Culture of Excellence in High-Need Schools explains the plan. In One Teacher’s View of Becoming a Paid Teacher-Leader, a veteran teacher talks about becoming a multi-classroom leader.
Valedictorians from low-performing Washington D.C. high schools are poorly prepared for competitive colleges, reports the Washington Post.
Nearly two-thirds of the District’s high school graduates enroll in college: 37 percent of D.C. students who go to college complete a four-year degree in the six years after graduating from high school.
Top students can get into top colleges, but then they’ve got to pass their classes.
(Sache) Collier, the 2011 valedictorian at Ballou Senior High in Southeast Washington, said the first thing she noticed when she arrived at Penn State University was how intently her fellow students paid attention during class.
“It was like, ‘Wow, everyone’s on the same page and everyone wants to learn,’ ” Collier said. “At Ballou, it wasn’t like that at all. I was always trying to get the students quiet.”
Collier had been a star at Ballou, where fewer than one-quarter of students are proficient in math and reading. But she said that her classes largely dealt with the basics: summarizing story plots, for example, and learning how to write complete and grammatically correct sentences.
Only in her senior year, in an advanced English course, did a teacher challenge her to think more deeply. “I feel like it was too late,” said Collier, who took two of the three AP classes she said were available to her at Ballou. “It just wasn’t enough to have that kind of teacher for one year.”
In her first semester at Penn State, Collier was surprised by professors’ expectations. She’d done little writing and no research in high school. She earned a 2.1 grade-point average, but raised it to a 3.38 by the end of sophomore year by using writing tutors and consulting librarians and professors. “I’m not the type of person to give up,” Collier said.
Seth Brown, valedictorian at Wilson HIgh, took 11 AP courses, passed five exams and got into Dartmouth. But he was “overwhelmed” by two five-page writing assignments — longer than any assignments he’d completed in high school — in his first semester. “I didn’t even know where to start,” said Brown, a rising senior at Dartmouth.
These students persisted. Many give up.
The English use school inspectors as well as centralized testing to provide feedback to principals, inform parents and identify “serious weakness,” writes Iftikhar Hussain in Education Next.
Inspectors visit schools once in three to six years. They observe classes, interview school leaders, examine students’ work and talk to students and parents. In addition, students take a national test at age 7, 11, 14, and 16.
From 2006 to 2009, 13 percent of schools were rated Outstanding, 48 percent Good and 33 percent were Satisfactory. Six percent failed: 4.5 percent were moderate fails and 1.5 percent required “special measures.”
Schools that receive a moderate fail rating are subject to additional inspections, with an implicit threat of a downgrade to the severe fail category if inspectors judge improvements to be inadequate. Schools that receive the severe fail rating may experience more dramatic consequences: these can include changes in the school leadership team and the school’s governing board, increased resources, as well as increased oversight from the inspectors.
Inspector ratings are correlated with student- and parent-reported measures of school quality, even after controlling for test-score results and other school characteristics, writes Hussain.
Fail ratings lead to test score improvements that are especially large for the lowest-scoring students, Hussain finds. “These results are consistent with the view that children of low-income parents, arguably the least vocal in holding teachers accountable, benefit the most from inspections.”
Some U.S. education reformers see school inspectors as a way to hold schools accountable without relying exclusively on test scores.
Sen. Tom Harkin and the Democrats have proposed a new version of the Elementary and Secondary Education Act (aka No Child Left Behind). So have Sen. Lamar Alexander the the Republicans. Both “move away from the strong federal accountability system at the center of the much-maligned NCLB law, but to different degrees,” reports Ed Week.
The Harkin bill would require states to create accountability systems that essentially build on the administration’s waivers (which are in place in 37 states plus D.C. so far), meaning that states would have to set goals for student achievement and come up with some sort of system to help turn around the schools that are struggling the most. The Alexander bill, on the other hand, would continue to require states to test in grades 3-8 and once in high school, but the senator is counting on transparency to be the main lever for school improvement. And under the Harkin bill, schools would be on the hook for helping the bottom five percent turn around—plus fixing another 10 percent of schools with big achievement gaps. There’s nothing like that in the Alexander bill . . .
Harkin wants teachers to be evaluated based on student achievement with the results used to ensure that low-performing schools get an “equitable” share of high-quality teachers. The Alexander bill eliminates the provision on “highly qualified” teachers and leaves teacher evaluation to the states.
The House Republicans don’t agree: Rep. John Kline, R-Minn., the chairman of the House Education committee, wants to mandate teacher evaluation. He introduced his ESEA reauthorization bill today.
Alexander also would let “federal Title I dollars follow a child to any public school they want, but not to a private school or for outside options like tutoring,” writes Klein. And the Alexander bill specifically forbids the U.S. Secretary of Education from requiring districts to adopt certain tests, standards, or accountability systems.
Harkin claims to be ending federal “micromanaging” of schools and offering states “flexibility.”
That’s laughable, writes Mike Petrilli on Fordham’s Flypaper blog. He lists 40 policy questions that Harkin’s bill decides, ranging from “equitable distribution of quality teachers” to collaboration time for teachers in low-performing schools.
School report cards must include (“detailed data on the number of pregnant or parenting students and their outcomes,” data on “school violence, bullying, drug abuse, alcohol abuse, in-school student suspensions, out-of-school student suspensions, expulsions, referrals to law enforcement, school-based arrests, disciplinary transfers (including placements in alternative schools), and student detentions” for each subgroup, etc.)
Fordham favors “reform realism” about the limits of federal power. On Dropout Nation, RiShawn Biddle calls that “mushy.” He thinks both bills are “lackluster.” But, at least, Harkin is trying to hold schools accountable.
States would still have to provide data on how districts and schools are helping poor and minority children, keeping one of the most successful aspects of No Child’s accountability provisions. States would also have to provide families with an “equity report card” complete with data on how well districts are doing in providing comprehensive college preparatory courses – including Advanced Placement classes – to all kids; this would make data easily accessible to families so they can make smarter decisions and be lead decision-makers in education.
But Harkin repeats the Obama administration’s error of focusing on the worst-performing schools and letting the rest off the hook, Biddle writes.
Neither bill will pass, nor will there be “anything even resembling a compromise, anytime ever until there are new folks in Congress (and maybe a new president),” writes Alyson Klein. That means rule by waivers will continue.
For years, Muskegon Heights (Michigan) students were denied a quality education, says the failed district’s emergency manager, Dr. Donald Weatherspoon. He hopes to provide free educational support services to graduates in the last six classes in hopes they can improve their reading and math skills. It’s not clear what sort of help will be offered or how Muskegon Heights will pay for it.
Nearly all ninth-graders at Muskegon Heights High School started at least three grades behind in reading and math, according to Mosaica Education, the charter company that’s taken over the district’s low-performing schools.
Ninety-two percent of ninth graders tested at a sixth-grade level or lower in math; 82 percent were three or more years behind in reading.
“It’s a hard realization because those kids will go out in the world and not be prepared,” Weatherspoon said during a discussion of the scores with the Muskegon Heights Public Schools board.
High school teachers are struggling to figure out the best curriculum for students who are so far below grade level in skills and knowledge, he said.
The problem gets worse in middle school and much worse in ninth grade. After that, the least-successful students are likely to drop out.
Percentage of Muskegon Heights students at least three grades behind
It’s possible to turn an urban school district around without cheating, writes Greg Anrig in The Atlantic. Cincinnati schools have improved thanks to a “data-driven collaborative strategy to promote good teaching and learning,” rejecting school reform fads, he writes.
In 2009, newly promoted Superintendent Mary Ronan launched an elementary initiative aimed at revitalizing the district’s 16 worst-performing elementary schools.
. . . a wide variety of instructional approaches (Montessori, Success for All, Direct Instruction, etc.) were not being followed as designed in classrooms. (Auditors) also saw that many of the schools taught English for less than 45 minutes a day, that teachers were partial to whole-group instruction instead of breaking the class into smaller groups, and that testing data was not being used for any practical purpose.
Administrators and “lead teachers” adopted changes including “90-minute blocks of literature-rich units, small-group activities with teachers rotating among students, and reorienting teachers’ and administrators’ approach to test results, so that they could be used as diagnostic tools for identifying particular areas in which students need greater support.”
Data-driven instruction is not a reform idea?
In addition, principals and lead teachers from the targeted schools were trained in solving problems as a team with “minimal confrontation or defensiveness.”
Four years later, all 16 targeted schools have emerged from “academic emergency” with 12 rising to the mid-level “continuous improvement” ranking or higher.
“Deep collaboration between administrators and teachers” is the first step, writes Anrig. “Also required are effective approaches for developing coherent instructional systems with active teacher input; close attentiveness to testing data to identify problems students are having so they can be provided with extra support; and strong connections between the schools, parents, and community groups.” Tests are OK as a tool to improve instruction, but not to “punish or reward teachers,” he concludes.
More than a half-dozen states now have parent trigger laws that let a majority of parents seize control of a low-performing school, notes Education Next.
Parents enduring a parent trigger campaign are transformed. Some, like the parents at Desert Trails, are forced to endure lengthy legal battles, a process most of them have never experienced. Others, including the parents of 24th Street Elementary School and also Haddon Avenue Elementary in the Los Angeles Unified School District (LAUSD), find a responsive school district that wants to collaborate with them in changing their school.
. . . Many of these parents, for the first time in their lives, feel real power, not only over their child’s destiny but over their own as well. These parents, and parents like them, are the key to the future of public education in America.
“Parents don’t care if a public school is a traditional district school or a charter school,” writes Austin. “They just want it to be a good school.”
There’s a Better Way to Unlock Parent Power, responds Michael J. Petrilli of the Fordham Foundation. While “it’s worth experimenting with the parent trigger,” it’s not likely to turn around many schools or force significant reform.
First, the parent trigger mechanism itself will continue to get bogged down in lawsuits and other blocking tactics, as has been the case to date. Second, if and when the trigger gets pulled, the resulting school turnarounds won’t generally amount to much. And third, empowering parents via the parent trigger (creating a “bargaining chip”) won’t be enough to force larger changes in dysfunctional districts—because nothing will force such change.
Petrilli favors expanding school choice with more charter schools, vouchers and digital learning. Even if choice doesn’t force districts to improve, it will give parents more options for their children, he argues.
Try the trigger, writes Checker Finn, also of Fordham. Since “most bad districts are going to stay bad,” serious reformers need to “give kids every possible exit” into something better. “Helping an entire school to extricate itself from the dysfunctional system is surely one such strategy. Instead of pooh-poohing it, how about we put it on the list of possibilities, wish it well, and do our damnedest to help it succeed as often as possible?”
Tennessee is putting schools with very low test scores and graduation rates into a state-run district, reports the New York Times. Memphis, where the vast majority of public school students are black and poor, is the “crucible of change,” aka “a veritable petri dish of practices favored by data-driven reformers across the country and fiercely criticized by teachers’ unions and some parent groups.”
Most of the schools will be run by charter operators. All will emphasize frequent testing and data analysis. Many are instituting performance pay for teachers and longer school days, and about a fifth of the new district’s recruits come from Teach for America, a program in which high-achieving college graduates work in low-income neighborhood schools. And the achievement district will not offer teachers tenure.
There are signs of progress, but also complaints about “racial sensitivity.” That is, fewer than half the new district’s teachers are black, compared to 97 percent of students.
Cornerstone Prep, a nonprofit charter group took over the prekindergarten through third grade at a public school in in a very poor Memphis neighborhood, replacing all the teachers. “More than a quarter of the new staff was hired through the Memphis Teacher Residency, a program for young college graduates, and Teach for America,” reports the Times.
Mid-year tests showed rising scores. But parents complain of strict discipline.
“They don’t understand black folk,” said Sara L. Lewis, a member of the merged Memphis and Shelby County School Board. “They don’t understand our values or events in our history.”
But Sarah Carpenter, a Memphis mother and grandmother on an advisory council to the achievement district, said students are “engaged and learning.” Children will get used to higher expectations, she said.
New achievement district school staffers are wooing parents in their boundary zones (they must take all who apply) with door-to-door visits and open houses.
Malia Oliver, a mother of a current kindergartner, was impressed. When Allison Leslie, executive director of Aspire’s Memphis operations, asked to sit in on a special-education consultation for Ms. Oliver’s autistic son, “that just meant so much to me,” Ms. Oliver said.
But locals complain experienced teachers will be displaced. “A lot of our teachers are going to lose their jobs,” said Charlie Moore III, pastor of the Life Changing Church of God in Christ in Orange Mound.
Do state takeovers work? The Atlantic looks at New Jersey’s plan to take over Camden schools and potential takeovers in Ohio and Maryland.
The track record for state takeovers is shaky “probably because they don’t tend to change a whole lot,” said Michael Petrilli, vice president of the Fordham Institute, a conservative-leaning education think tank in Washington, D.C. “The union contract stays in place, the bureaucracy stays in place. All that’s gone is the school board.”
That’s why districts are turning to nonprofit charter management companies to take over chronically low-performing schools.